Developing Careers in the New Culture of Capitalism

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Developing Careers in the New Culture of
Capitalism

• National Institute of Japanese Studies
• University of Sheffield
• UK

Takeda Hiroko
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Employment in Britain

• Liberal welfare model (Esping-Andersen)
• Welfare reform by the conservative government in
  the 1980s(M Thatcher)
• Enterprising self a normative framework of
  subjectivity
• Gender implications of the enterprising self

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Employment in Britain
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Employment and Women in Britain

• Sex Discrimination Act Equal Pay Act
• (1975)
• Equal Opportunity Commission
• http//www.eoc.org.uk/Default.aspx?page0
• Changes from 1975

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Employment and Women in Britain

• Employment in the 1970s
• Nine out of ten men and six out of ten women of
  working age were in employment.
• Around one in ten professionals were women.
• The gap between womens and mens full-time
  hourly pay was 29.
• Two-thirds of workers in pubic administration
  were men and 55 of workers in the distribution
  sector were women.
• Half of mothers with dependent children worked,
  including over a quarter of mothers of under
  fives.

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Employment and Women in Britain

• Employment in the 2006
• Employment rates are 79 for men and 70 for
  women of working age.
• Women hold two-fifth of professional jobs.
• Women earn on average 17 per hour less than men
  for full-time work.
• The workforce in wholesale retail is almost
  equally split between women men, as is that in
  public administration defense.
• Two-thirds of mothers with dependents children
  work and 55 of those with children under fives.

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Employment and Women in Britain

• Remaining problems
• Average full-time hourly earnings for Indian and
  white British men are relatively high, and
  full-time gender pay gaps are large for these
  groups. Full-time earnings are mostly lower for
  both women and men n other ethnic groups. For
  example, there is no significant difference
  between average full-time hourly earnings of
  black Caribbean women and men.

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Employment and Women in Britain

• Remaining problems
• Certain occupations are still mainly held by
  women or men, particularly in skill shortage
  areas. For example, fewer than 1 of people in
  pluming occupations are women and only 2 of
  childcare workers are men.

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Employment and Women in Britain

• Remaining problems
• White women and ethnic minority women and men are
  particularly likely to be concentrated in
  low-paid jobs. Many Chinese and Bangladeshi men
  work as cooks or waiters, and care assistant is
  one of the most common jobs for white, Pakistani,
  black Caribbean and black African women.

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Employment and Women in Britain

• Remaining problems
• Race Relations Act of 1976
• Employment regulations
• EU laws and directives
• Gender Equality Duty (from April 2007)
• that gives public authorities legal
  responsibilities for demonstrating that they
  treat women and men fairly in policy-making,
  services and employment.

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Education and Women in Britain
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Education and Women in Britain
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Education and Women in Britain
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University Education and Employability

• QAA Code of Practice
• The employment market is changing in ways which
  make it more important than ever for students and
  graduates to take personal responsibility for
  managing their own career development throughout
  life. For this they need to develop the skills to
  manage their own career including the abilities
  to reflect and review, to plan and make
  decisions, to use information resources
  effectively, to create and to take opportunities,
  and to make provision for lifelong learning.
  Career guidance is one essential component of the
  overall support which students need. There is,
  however, an important interrelationship between
  career education, information and guidance and
  the development of employability and career
  management skills.

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University Education and Employability

• Personal Development Planning (PDP)
• A transcript recording student achievement which
  should follow a common format devised by the
  institution
• A means by which students can monitor, build and
  reflect upon their personal development
• How does my course help my employability?
• What are my career skills?
• Personal tutorials
• Learning outcomes

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University Education Overseas Students

• University reform in the1980s
• Elitist culture
• Overseas fees (including commonwealth countries)
• Open to overseas students (internationalization)
• Fee implications

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University Education Overseas Students

• Example Sheffield
• A research-oriented Russell group university
• Number of academic departments 70
• Number of students (2005-06) - 24,575
• Number of staff (July 2005)- 5,983
• Number of academic staff (July 05) - 1,348
• Number of professors (July 05) 390
•  Academic Staff/UG Student ratio - 114
• University income for financial year 2004-05 -
  306 million

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(No Transcript)
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University Education Overseas Students

• Number of undergraduate overseas (non-EU)
  students 1321
• Number of postgraduate overseas students 1739
• Total number of overseas students 3060
• Overseas students as percentage of total student
  population 14
• Total countries represented at Sheffield 118
• National groups China, Malaysia, India, Greece,
  Germany and France

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University Education Overseas Students

• Reasons to study in the UK
• Globally-recognized qualification
• English language skills
• Cost (2007-8)
• Nine to thirteen thousands pounds for overseas UG
  students per year.
• nine to fifteen thousands for TPG and RPG
  students except Management school, natural
  sciences, medical and engineering departments.
• Competition (US Australia)

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University Education Overseas Students

• Japanese students studying in the UK
• Japanese people living in the UK 54,982
• Men 22,498
• Women 32,484
• Students Academics 17,316
• Men 5,911
• Women 11,405 (appro. 66)
• Academics 262 (Times Higher Education)
• Overly-feminized?

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University Education Overseas Students

• Japanese students studying in the UK
• Overly-feminized?
• A measure to overcome constraints they faced in
  Japanese society
• Better professional skills purpose
• Working abroad or foreign-affiliated firms

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Conclusion

• Highly competitive environment after the
  neo-liberal reform in the 1980s
• Right skills through right training
• The role of university crucial
• students are at transition point between
  education and employment.
• Overseas students
• Issues
• Career development as a global process